eva123

Also, you have to think about the mechanism of action. Oral antidiabetics can work like insulin or produce more insulin, so when they do not work or when there is a medical emergency (hospitalization usually results in a patient needing insulin instead of just oral agents) insulin is given.

I am in nursing school currently and we have to taught to always aspirate on an IM, because if you don't it might be is the vasculature and hit the bloodstream, resulting in a much faster and potentially more serious reaction. So I would go on the side of caution and always aspirate to make sure you're not pulling back blood (plus it only takes a little bit so why not save the risk?).

Oh and the bigger picture on oral medications are that they are used when Type 2 diabetes cannot be controlled with diet and exercise.

Now that you have some good advice on the insulins here's some info on oral antidiabetics: *Alpha-Glucosidase Inhibitors (Acarbose, Miglitol) act locally in GI tract to inhibit Alpha-glucosidase which is responsible for carb breakdown, because of it's mechanism of action it does not cause hypoglycemia. *Biguanides (Metformin) works by multiple mechanisms. It reduces gluconeogenesis, decreases intestinal reabsorption of glucose, increases cellular uptake of glucose, and increases excretion of glucose. It also does not cause hypoglycemia. *Incretin enhancers (Sitagliptan/Januvia) Inhibits DPP-4 from breaking down incretins, increased levels of incretins lowers blood glucose because incretins respond to glucose load and are responsible for 60% of insulin release. These can cause hypoglycemia. *Meglitinides (Prandin) Stimulate insulin release from pancreatic beta-cells. These can cause hypoglycemia. *Sulfonylureas (Glyburide, Glipizide) stimulate release of insulin from pancreatic beta cells and increase sensitivity of peripheral tissues to insulin. These can cause hypoglycemia. *Thiazolidinedione aka TZDs (Avandia, Actose) increase cellular sensitivity to insulin and decrease gluconeogenesis by liver. These can cause hypoglycemia. *Antihypoglycemic Agent (Glucogon/Gluca Gen) increases glycogenolysis, stimulates uptake of amino acids, increases gluconeogenesis, and promotes lipolysis. You can find all of this in your drug book and much more information, but this should provide a brief overview. I pulled this information from Davis's Drug Guide and my teachers. Hope it helps. :)

Here is a simple tip for nursing dx...presenting symptom or risk r/t causative factor (then you could put the phrase " secondary to insert med dx" AEB what is seen with the patient, what patient complains of, labs, etc. [important to remember that for a risk dx do not put AEB because they are not actually presenting with it, there is a potential)

No problem :). And you do not have to be the best writer to be a nurse. But for college these tips and grammar skills will come in handy.

This certainly shows that you are compassionate. Just a suggestion...try to work on your transitioning. I was reading it like aw how sweet to be there for your grandmother in her last minutes then BAM toe infection leading to declining health. I am not sure if you should include the whole health background, but I don't think it would harm anything. Check your use of commas and use complete sentences. I am a nursing student myself, so maybe this isn't the best or most complete advice...but I have written quite a few papers. Good luck and well wishes :)

Ok this patient is post-op so implement care as you would for a patient coming out of surgery (Vitals, O2, Assessments, Pain, LOC, Bowel Sounds etc.). They have hypotension...so think safety, fall risk, and look at what could be causing it...think about shock possibly. For all patients start with ABCs (or some recommend CAB or such)...Airway, Breathing, Circulation. As for the rest..go by what the patient is presenting with, since care should be individualized.

Ah cardio drugs..such a fun group. Try Mosby's Pharmacology Memory Notecards. Our book was Adams and Urban, so I do not know how to study your book. Learn inotropic, dromotropic, chronotropic. Make sample drug classification cards for ones you find hard to remember and list stuff like the method of action, uses, generic and trade names, specific info for certain brands, dosage range, what indicates if the drug is effective, common side effects, adverse and life-threatening side effects, contraindications, food and drug and herbal interactions, assessments to be made prior to administration and to follow-up, important labs, patient education needed, and any addition information. Sorry I know it seems like a lot, but it helped me and my classmates survive pharm

I am in need how assistance on how to better read an ECG. I understand the basics, but get thrown off by different rhythms. Tips, advice, book, website..whatever you can recommend would be much appreciated :)

Try Memory Notebook Mnemonics for Nurses. For test-taking, try covering up the choices and forming a guess based on the question. Chew gum while studying then chew the same flavor during the test. Study with peers and ask instructors if something is unclear.

It is true that you cannot just memorize in nursing. You have to know the background, why an intervention or assessment is done, what to do after assessment or intervention, how to document, how to prioritize, how to delegate, and how to communicate. Try nursing mnemonics, the Made Incredibly Easy series, Med-Surg Success (or other Success books), and ATI books (your teachers may give you these, I don't know about your program). While it is good to memorize somethings like structures, certain techniques, lab normal ranges, most of nursing is critical thinking because you will be put in situations where you do not know the patient, only have a brief history to go on, have medications to give, and the appropriate intervention to sit in place. Pace yourself, learn the best way you receive education, form peer groups to study, and ask instructors if something is not clear. It is great that you are preparing, wish the best for you :).

While I don't know how to fit it in your presentation talk about how stethoscopes carry more germs than people think... think about it, the thing hangs around the nurses neck all day and most people forget to clean it when switching from person to person. At a hospital that I had clinicals at a patient got cellulitis because a nurse removed their gloves and repalpated an IV site after cleansing it. Perhaps you could use those as what not to dos.

I am not for sure, but I do not think it gives you an advantage (except that you will already know what college is like). Programs mostly go off of GPAs, test scores (ACT or SAT), and interviews.

This does seem wierd and like an abuse of power. Medications should not be prescribed for "test anxiety". It is certainly an ethical issues and could quite possibly be a legal issue. This seems like a touchy subject so proceed with caution and take sure you cover yourself so nothing turns out to bite you

Learn good study habits, form a peer group fairly early to start study groups, don't just learn things for the test and forget them, grab sleep when you can, take notes during lecture, be creative in learning, use concept maps, try mnemonics, and don't be afraid to ask classmates and instructors for help

First off since it an acceptance/admittance essay you should use academic prose, which means no words like "very". Start off with a strong introduction paragraph, something to catch their attention and make them notice you. While you feel it may be necessary to include a full description of your clinical day, I would steer clear of that and talk specifically about the areas you are to address, evidence of faith in the medical field and why you want to go to a Christian school to be a nurse. Look at some of Florence Nightingale's notes, this may help. Also try not to say be Jesus to someone, but more along the line of "I can show Jesus' love or "do the work for Jesus in their lives", just some advice because you cannot actually be Jesus if you know what I mean

Generally, everyone has a bad test now and then. You have to learn to pick yourself up and not beat yourself up so much. Look at your study habits and learning methods and go from there. Try talking to instructor about the test and tips, ask peers about a study group, try nursing mnemonics, and try online study guides and materials that should come with your books. If this is really what you want then don't give up, fight for it and learn from your mistakes. Tip on tests: use the nursing process (ADPIE), and ABCs are also the mostly likely to be assessed first. Try covering up the answers to choose from and form a guess from the question before you look at them.

Ok, calm down and try to breath. Think of it this way, beta blockers are blocking part of the sympathetic nervous system actions. In a SNS response there is peripheral vasoconstriction and bronchodilation (peripheral vasoconstriction to supply more blood to vital organs and bronchodilation to run away or fight). So naturally if it is blocked then there is the opposite effect, peripheral vasodilation and bronchoconstriction (more prominent in an asthma pt than in a pt with a healthy airway). When it comes to vasodilation that is actually an alpha blocker, and the bronchoconstriction is the beta blocker.

Thank you all for the great advice :). I'd prefer to steer clear of meds and wine, but they are good suggestions. The more tips you come up with the merrier . Also, I'm a dorm student so my resources are limited as far as baths, and am not old enough to drink

My advice, learn to be humble. Unfortunately a lot of professors are like this or view you as nothing more than another seat in the class. Learn to roll with the punches. Try not to argue with teachers, though at times it can be incredibly tempting. Usually you can turn your grade around in class if you didn't do so hot on the first one but do well on the others.

Just for fun I decided to read several of the post on here asking for help and found out that there are a lot of terrible, confusing, or misguided teachers. So I thought I'd ask what you're teachers are like and compare. Personally I have super involved teachers, but I realize this is not always the case and could be because I have a small class size

Isolate first until proven otherwise. Skin testing and CXR will follow. If diagnosed with TB then it is 3 negative sputum cultures until they are considered noncontagious (after an extensive round of medications, wearing masks, etc.). Keep in mind to tell patient that once they have been exposed to TB they skin tests will shown positive from then on, even though they may not have an active infection

My question is whether you are confused over the differences in the two systems or the drugs to mimic or block them, seeing as how you listed it as a pharmacology question.

Due to some of the rules of the website I cannot reply to your private message since I am fairly new to the site. You are welcome. To answer your question I am a nursing student in a BSN program and we just went of these disorders in depth. Let me know if I can help with anything else, and I will try to help if I know it :)